2nd Grade 2011 Course Description The second grade social studies curriculum will include instructional topics that provide a foundation for understanding a wide variety of social studies concepts. The curriculum supports students in identifying principles of democracy to become productive citizens, developing historical awareness, understanding the principles and processes of governance systems, using geography to consider past, present and future, understanding the effects of culture (both on one's self and others over time), examining basic economic principles and becoming familiar with the tools of social science inquiry. Scope And Sequence Timeframe Unit Instructional Topics 3 Week(s) 2 Week(s) 2 Day(s) 5 Week(s) 1 Week(s) 3 Week(s) Course Rationale The second grade social studies curriculum enables students to develop an understanding of the world in which they live. Providing this foundation is essential for the development of responsible and productive members of our nation and world. Students will study history, geography, economics, government, cultural awareness, and social science processing in order to be able to make logical connections and reasoned decisions as citizens of a culturally diverse, democratic society. 1. Being a good citizen means understanding your rights and responsibilities. 2. Using map skills help us find locations. 3. Being able to identify the continents and oceans gives us a better understanding of our world. 4. Understanding economic principles help us make good financial decisions. 5. Studying the lives and movement of people in history help us understand the past, present and future. Board Approval Date April 28, 2011 Citizenship, Government and Democracy Economic Concepts and Principles Relationships to Individuals and Groups to Institutions and Traditions Elements of Geographical Themes and Analysis Tools of Social Science Inquiry U.S. and Missouri State History Unit: Citizenship, Government and Democracy 1. Civil and Criminal Legal Systems 2. Symbols of the United States 3. Responsibilities and Participation in the Political Process 1. Economic Concepts 2. Economic Decisions Course Details 1. Groups Meeting the Needs of Individuals 1. Use of Maps and Measurement Tools 2. Location and Place 3. Human and Environment Interactions 4. Movement 5. Region 6. Interpret, Explain and Predict 1. Social Science Inquiry 2. Visual, Graphic and Auditory Aids 3. Library and Media Resources 1. Significant Individuals and Events Duration: 3 Week(s) Page 1
2nd Grade 2011 In this unit the student will understand that U.S. citizens have rights and responsibilities. People in a community should resolve disputes peacefully. The Pledge of Allegiance is a promise to be loyal to the United States. Decisions can be made by voting or by someone in charge. U.S. citizens have rights and responsibilities. How can you solve a problem in a peaceful way? Why do we say the Pledge of Allegiance? How can decisions be made in a community? Why do we have rights as a U.S. citizen? How can you be a responsible citizen? Given a controversial situation the student can describe the steps involved to resolve the situation peacefully. Explain the reasons that the Pledge of Allegiance is important. Given a graphic organizer the student will classify what kinds of decisions can be made by voting or by an authority.(this can be in your school or your community) Explain the importance of rights, responsibilities, and voting as a citizen. peaceful resolution dispute authoritative decisions pledge of allegiance majority rule common good diversity Topic: Civil and Criminal Legal Systems Duration: 5 Day(s) The student will explain how disputes can threaten the peace in a community and how they may be resolved peacefully. The student will describe how authoritative decisions are made, enforced and interpreted within local communities. Topic: Duration: 4 Day(s) Symbols of the United States The student will describe the importance of the Pledge of Allegiance. Topic: Duration: 6 Day(s) Responsibilities and Participation in the Political Process The student will explain and apply the concept of majority rule. The student will explain the concept of rights of citizens. The student will explain the importance of promoting the common good. Unit: Economic Concepts and Principles Duration: 2 Week(s) Page 2
2nd Grade 2011 In this unit the student will learn about money, bartering and economic decisions. People trade using money and bartering. People make economic decisions using cost-benefit analysis. How could you trade for something you want? How could you decide the best way to spend your money? Student will role play how people trade using money and bartering. Given a specific amount of money the student will make purchasing decisions based on wants and needs. (cost-benefit analysis) barter Topic: Duration: 2 Day(s) Economic Concepts The student will explain or demonstrate how people trade using money and bartering. Topic: Duration: 4 Day(s) Economic Decisions The student will explain how to make decisions using cost-benefit analysis. Unit: Relationships to Individuals and Groups to Institutions and Traditions In this unit the student will understand how needs are met by others. People provide goods and services to meet the needs of a community. How can family and friends help meet your needs? Create a poster depicting how families and friends help meet our needs. Duration: 2 Day(s) Topic: Duration: 2 Day(s) Groups Meeting the Needs of Individuals The student will describe how needs are met by families and friends. Unit: Elements of Geographical Themes and Analysis Duration: 5 Week(s) Page 3
2nd Grade 2011 In this unit the student will learn how to read and construct a map, locate and identify the continents and oceans, and describe geographic features. A title and a key are important when constructing a map. The continents and oceans can be located by using a map. The world has a variety of landforms and bodies of water. Why is it important for a map to have a title and a key? Identify the seven continents and five oceans. Describe the landforms and bodies of water in the U.S. Create a map including a title and a key. Given a map, students will correctly identify the seven continents and five oceans. This can be done verbally or written. Given a graphic organizer the student will illustrate and describe different landforms and bodies of water. map key landforms (rivers, lakes, oceans, mountain, valley, hill, island, peninsula & plains) place hemispheres continents oceans rural urban suburb city movement (e.g., people, goods and ideas) Topic: Use of Maps and Measurement Tools Duration: 4 Day(s) The student will construct maps with a title and key. Topic: Duration: 5 Day(s) Location and Place The student will identify and describe physical characteristics in the world (rivers, lakes, oceans, mountain, valley, hill, island, peninsula and plains). The student will identify and locate the world's seven continents and five oceans. Topic: Duration: 4 Day(s) Human and Environment Interactions The student will describe why people of different groups settle more in one place than another. The student will determine whether reasons for settlement in a particular area are valid. Topic: Duration: 3 Day(s) Movement The student will describe different types of communication and transportation and identify their advantages and disadvantages. The student will describe how transportation and communication systems have facilitated the movement of people, products and ideas. Topic: Duration: 7 Day(s) Region The student will define regions (e.g., as places that have some unifying characteristic--political, climatic, language, physical). Page 4
2nd Grade 2011 Topic: Interpret, Explain and Predict Duration: 2 Day(s) The student will use geography to explain the present (e.g., why today's supermarkets are able to sell apples throughout the year). Unit: Tools of Social Science Inquiry In this unit the student will perform research using various resources. This unit is embedded in others. Summarize information from a graph or chart. Select the proper source for a research project. How can a graph be used to show information? How would you choose a source for a project? Given a list of research topics the student will choose the proper source to complete their research. Duration: 1 Week(s) primary sources secondary sources Topic: Social Science Inquiry Duration: 2 Day(s) Description A good place to embed this learning topic is under Significant Individuals and Events. The student will: describe and explain how artifacts are associated with different people and cultures (e.g., building structures and materials, works of art representative of cultures, fossils, pottery, tools, clothing, musical instruments). Topic: Duration: 1 Day(s) Visual, Graphic and Auditory Aids Description This learning topic could easily be embedded into another unit (e.g., Elements of Geographical Themes and Analysis, US and Missouri State History). The student will summarize information from visual, graphic and auditory aids (e.g., graphs and charts). Assessment: Write a paragraph summarizing information from a graph or chart. Topic: Duration: 2 Day(s) Library and Media Resources Description This learning topic could easily be embedded into another unit (e.g., Elements of Geographical Themes and Analysis, US and Missouri State History). The student will define, select and use primary and secondary sources (e.g., diaries, letters, people, interviews, journals and photos). The student will define and select library and media resources (e.g., dictionaries, videos, atlases, telephone directories and books). Unit: U.S. and Missouri State History Duration: 3 Week(s) Page 5
2nd Grade 2011 In this unit the student will identify the differences between the Woodlands and Plains Indians. Native American groups used their natural resources to survive. How were the lives of the Woodland and Plains Indians different? Create a digital media presentation depicting the way of life of Native Americans. For example: habitats, resources, art, and different aspects of their lives. Topic: Significant Individuals and Events Duration: 15 Day(s) The student will compare and contrast the habitats, resources, art and daily lives of Native American peoples: Woodland and Plains Indians. Page 6